Calderglen High School, South Lanarkshire
Calderglen High School was inspected in November 2012. Inspectors noted the following
features of the curriculum which contributed to the school receiving an evaluation of
“excellent” for Q.I. 5.1.
Evaluations take account of the context of the school and these features are just part of the
overall approach the school takes to improving young people’s learning experiences and
achievements.
The rationale and design of the curriculum
The curriculum has a clear rationale based on the school’s shared vision of working together
to inspire learning and shape the future. A broad general education is provided for all young
people from S1-S3 and there is a range of flexible progression routes into the senior phase
to meet the needs of all young people.
High priority is given to providing enjoyable and challenging learning in a range of relevant
and motivating contexts which develop the skills for the 21st century identified by the school
and which provide a unifying focus for a coherent experience across learning. Young people
have an extensive range of opportunities to learn across the four contexts of the curriculum,
including curriculum areas and subjects, interdisciplinary approaches and rich opportunities
for personal achievement for young people across all stages.
The promotion of health and wellbeing underpins much of the curriculum to provide a
supportive and inclusive learning environment.
Literacy across learning
The school has a strong focus on developing literacy skills across the curriculum through the
emphasis on Calderglen 21st century skills. Staff have identified opportunities for developing
and taking forward literacy across learning linked to planning using the Es and Os.
Numeracy across learning
Numeracy is being developed effectively through a range of approaches. The school’s
numeracy group offers support to departments for specific numeracy tasks. Each
department has elected a numeracy representative to take forward numeracy developments.
Health and Wellbeing across learning
The school is outstanding in its holistic approach to promoting health and wellbeing, taking
account of the needs and circumstances of individual young people. A clear plan has been
developed and implemented to support staff in taking forward aspects of health and
wellbeing that are the responsibility of all. Through presentations and faculty meetings, staff
have a clear understanding of their responsibilities for health and wellbeing.
Development of the curriculum
The school carried out extensive research, including through national and international visits,
and links in a wide range of countries such as those involved with the Microsoft Innovative
Schools’ Programme, Huyton Sports and Arts Academy (Liverpool), Monkseaton High
school (North Tyneside) and schools in Finland. This, together with consultations with staff,
parents, pupils and partners, has informed the development of possible curriculum models to
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meet the needs of young people and the local community. This process involved identifying
Skills for the 21st century (teamwork, communication and presentation, problem solving and
analysis, thinking skills, creativity/ innovation), as well as a focus on the social and emotional
aspects of learning to develop resilient learners.
Staff feel very well supported in managing change and developing the curriculum, including
through collaborative working approaches across the school, with partners as well as with
staff in associated school groups, and through highly effective CPD.
Staff regularly review and evaluate their approaches, leading to on-going improvements so
that the curriculum is evolving over time. This includes external evaluations, and feedback
from staff, pupils and partners with a focus on ensuring positive impact on learning
experiences, achievement and attainment.
Partnerships
A key strength of the school’s curriculum is the extensive range and high quality of
contributions from partners which provide inspirational learning experiences for young
people.
Staff across the school actively seek out partners to work with and many involve parents’
places of work. Partners show a clear understanding of their role in supporting and
developing young people’s skills for life and work and are involved in planning, delivering
and evaluating learning in and out of the school. They feel that the school is very committed
to working with partners in a sustained way to meet a range of learners’ needs.
Programmes and courses (S1 – S3 BGE)
Young people study across eight curriculum areas as well as through Learning Away
(outdoor learning) experiences and IDL based on the Es and Os.
The courses and programmes at S3 in particular provide appropriately challenging and
relevant real life learning experiences. Staff are planning carefully to ensure young people
are ready for progression into qualifications in the senior phase and are planning
experiences that will stretch young people as appropriate.
Courses and programmes have a strong emphasis on developing the knowledge, skills, and
attributes of the four capacities, including active and responsible citizenship and enterprising
approaches to learning.
Interdisciplinary Learning
The school has developed a comprehensive and strategic approach to providing a
progressive IDL framework from S1 through to S3. A notable feature is the range, variety
and depth of IDL opportunities.
At S2, young people explore learning experiences for an extended period of time, with three
enquiry-based learning projects lasting two weeks each. These were designed to address
the identified dip in pupil motivation towards the end of S2, based on a University of Bristol
study. The three projects are designed to provide opportunities for young people to apply
their learning in challenging and motivating contexts based on the overarching theme of the
future. The three projects place a high emphasis on skills development, particularly literacy
and numeracy. Young people enjoy the competitive aspect of the projects as well as the
opportunity to showcase their work. For example, the winning graphic novel was published
by Waterstones.
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S3 Masterclasses
These are designed to provide progression in skills development through IDL and innovative
and relevant contexts. Many are delivered with partners, with opportunities for learners to
gain accreditation and recognition of their personal achievements through these master
classes. These classes are based mainly on 4th level Es and Os and provide progression
into a range of provision offered in the senior phase.
Accreditation includes the John Muir award, Junior Sports Leader award, a National
Progression Award (NPA), Customer Care Int 1 Unit and Electronics Int 1 Units. The school
is working on accreditation through a NPA for a film production and radio Calderglen course.
The song craft class has enrolled for an Amnesty International writing competition.
Transitions
The school is further developing links with primary schools to support continuity and
progression in young people’s learning. Curriculum links include mathematics transition
material as well as the sharing of young people’s work in English, Gaelic, modern languages
and HWB. Science staff are collaborating on developing topics, particularly in upper
primary, as well as sharing assessment information. A Glow group is available for sharing
resources, including video demos of science practical work, to support primary staff.
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